Education

Program Overview

The College of Saint Elizabeth has been recognized as a leader in teacher education since its founding over 100 years ago. In more recent years, the College has expanded its offerings to include graduate-level teacher certification, an M.A. degree in Education, an M.A. degree in Educational Leadership, and an Ed.D. in Educational Leadership. Those who have earned their certifications and degrees at CSE continue to compete favorably for teaching and school leader positions.

CSE faculty recognize that programs in teacher education and educational leadership constantly must evolve to meet the demands of professional standards, state and national requirements for certification, expectations of regional and national accrediting bodies, and the changing criteria for highly-qualified teachers and school leaders. To ensure the excellence of all CSE certifications and degrees in Education, the undergraduate, and graduate teacher education programs and the M.A. in Educational Leadership are approved by the New Jersey Department of Education and the Teacher Education Accreditation Council (TEAC).

Flowing from the institutional mission of the College of Saint Elizabeth, the specific mission of all undergraduate and graduate programs in teacher education and educational leadership is to prepare competent, caring, responsible, professionally active educators who emerge as empowered leaders in their profession.

Outcomes

Students who earn CSE degrees and certifications in Education and Educational Leadership will:

Demonstrate knowledge of the subjects they are expected to teach.

Demonstrate competence in planning, teaching, and assessment through appropriate pedagogical strategies designed to address the diverse needs of learners and to promote literacy, critical thinking, and problem solving.

Increase their capacity to create for students inclusive, supportive, safe and respectful classroom environments that sustain intellectual, social, emotional, and physical development.

Recognize the purpose of information and its application in the development of knowledge and enhance their skills in locating, evaluating, and effectively using information in decision making.

Develop skills in technology to support 21st century teaching and learning.

Graduates

Students completing CSE undergraduate and graduate teacher education programs can earn a New Jersey Certificate of Eligibility with Advanced Standing in the following areas: K-6, Teacher of Students with Disabilities, and K-12 Subject Area in Art, Biology, Chemistry, English, French (graduate level only), Mathematics, Social Studies, and Spanish. The New Jersey State Department of Education awards permanent certification to all provisional teachers who successfully complete the state-required induction year in school districts.

Upon successful completion of the M.A. in Educational Leadership program and obtaining a passing score on the SLLA Praxis, candidates will be eligible for a standard certificate as a supervisor and a certificate of eligibility as an assistant principal, director, and principal. Candidates for the principal's certification also must document at least three years of certificated teaching experience, as well as provide evidence that a fourth and fifth year will be completed during the course of studies.

CSE alumni teach and lead in schools throughout New Jersey and the nation.

Requirements

B.A. in Teacher Education

The Undergraduate Education major provides students with two State of New Jersey teacher certifications and the possibility of a third certification for Teacher of Students with Disabilities, which is optional.

The Undergraduate Education minor provides students with one certification for Secondary Education and the possibility of a second certification of Teacher of Students with Disabilities, which is optional.

All students have the option to test into additional teaching certifications.

A Non-Certfication option is also available and provides students with the opportunity to complete the B.A. Individualized Major: Education Studies without teaching certification.

Inclusive Elementary, Middle School Math or Science Education (Teacher of Students with Disabilities Certification Optional)

Inclusive Secondary Education (Teacher of Students with Disabilities Certification Optional)

Requirements for Admission to the Major/Minor

Students who major in teacher education leading to certification must also have a second major in a liberal arts discipline at the College of Saint Elizabeth that is recognized as acceptable by the NJ Department of Education. Students who are in the Non-Certification option do not need to have a second major. Students who minor in Secondary Education must have a major in a discipline at the College of Saint Elizabeth that is a content area eligible for NJ Secondary Education teaching certification.

An overall GPA of 2.75 or above.

Passing score on the appropriate Praxis licensure test recognized by the New Jersey Department of Education (www.ets.org)

Inclusive Track in Elementary/Early Childhood Education

ED 101 Introduction to Education (2)

ED 105 Nature and Needs (3)

ED 200 Curriculum Development and Behavior Management in Inclusive and Special Education (3)

ED 252 Early Childhood (3)

ED 305 Math and Science Curriculum in Elementary and Early Childhood Education (4)

Students fulfill the College of Saint Elizabeth capstone requirement by successfully completing Student Teaching, Student Teaching Seminar and Portfolio. These components plus the student's Education Philosophy are presented in both written and oral forms to the Education Faculty. Preparation for the capstone requirement is offered in Ed 475 Student Teaching Seminar and Portfolio.

Special Education (Teacher of Students with Disabilities) Certification

The New Jersey Department of Education and the College highly recommend that all education students, majors and minors, add this endorsement for dual certifications.

This Certification program prepares students to teach in self-contained special education classes, resource centers, and/or inclusion settings in public and non-public schools, as well as special education institutions and facilities. This Certification allows students to be highly qualified for teaching in specific levels of education. Certification is permanent upon completion of program requirements.

Students majoring in Education who wish to obtain this Certification:

Must complete either the Elementary/Early Childhood track in the Education major, the Inclusive Elementary, Middle School Math or Science track in the Education major, or the Secondary Education minor. This is not a stand-alone certification.

Must pass PRAXIS Exam(s) prior to student teaching

This is not a stand-alone certification

Must complete the coherent sequence of courses listed below for a total of 21 credits.

Core Requirements

ED 105 Nature and Needs of Exceptional Learners (3)

ED 200 Curriculum Development and Behavior Management in Inclusive and Special Education (4)

ED 300 Technology in Inclusive Education (3)

ED 451 Resources and Agencies (3)

PSY 251 Educational Psychology (4)

PSY 315 Tests and Measurements (4)

Accelerated Certification for Teaching – A.C.T. 1, A.C.T. 2

The College of Saint Elizabeth believes in a strong liberal arts background for teachers, and in a developmental approach to teacher preparation. Accordingly, the College offers an accelerated program of teacher preparation, A.C.T. 1, leading to certification as K-12 Secondary Teacher and K-6 Elementary Teacher for individuals who hold a baccalaureate degree or higher, but who have not yet pursued a program in teacher education.

Upon completion of A.C.T. 1, students may elect to continue with studies in Special Education or Early Childhood to obtain an M.A. in Education from the College. The College offers a second program, A.C.T. 2, for certified teachers who wish to earn additional endorsement as Teacher of Students with Disabilities.

Admission Criteria for A.C.T. 1

An individual who is seeking K-12 certification must have a major in the certification area for which they are applying: e.g. teacher of English must have a major in English; teacher of Biology must have a major in Biology. In addition, a passing score on the Praxis II Subject Assessment Tests and a minimum grade point average of 2.75 are required before admission. An individual who is seeking elementary teacher K-6 certification must have earned a degree in liberal arts or sciences, or have successfully completed at least 60 liberal arts credits. In addition, the individual must have a minimum grade point average of 2.75 and have passed the state-required Praxis exams before admission.

Requirements for A.C.T. 1

Individuals enrolling in the A.C.T. 1 will enroll in the following sequence of courses for 22 credits which is designed to comply with the curricular and student teaching requirements for a New Jersey instructional certificate, K-12 Secondary Teacher of major area, and Elementary Teacher K-6:

PSY 606 Early Childhood, Childhood and Adolescent Development and Behavior (3)

ED 605 Reading and Language Arts: Theory and Practice (3)

ED 607 Practicum (1)(Required semester before student teaching.)

ED 651 Math and Science: Curriculum and Instruction (3) – K-6 only

ED 681 Field Experience in Educational Technology (3) – K-12 only

ED 608 AC Practice Teaching Seminar (1)

ED 609 AC Practice Teaching (5)

A student must be in good academic standing with a cumulative grade point average of 2.75 or better in order to apply for certification in all classes.

Admission Criteria for A.C.T. 2

Individuals seeking admission to A.C.T. 2 must be teachers who are currently certified or have completed A.C.T.1 to be eligible to enroll in A.C.T. 2 for an additional certificate, Teacher of Students with Disabilities. Certified teachers applying for additional endorsement in Teacher of Students with Disabilities must submit a copy of their initial certification.

Requirements for A.C.T. 2

Individuals enrolling in the A.C.T. 2 will enroll in the following sequence of courses for 18 credits:

ED 665* Nature and Needs of Students with Educational Disabilities (3)

ED 671* Curriculum, Instruction and Special Materials for Students with Educational Disabilities (3)

^ Course code is necessary for Teacher of Students with Disabilities Certification.

M.A. in Education

The College of Saint Elizabeth offers the Master of Arts in Education and Certification Programs approved by the NJ State Department of Education in Elementary Education (K-5), Secondary Education (K-12), and Special Education (Teacher of Students with Disabilities). The Master's degree can also be earned by combining initial certification and an endorsement certification.

Program Philosophy

The graduate degree program in education offered by the College of Saint Elizabeth prepares education professionals to assume leadership roles in meeting the challenges of educational settings that represent current cultural, social, technological, economic, learning and health factors, and global concerns. In this program, the teacher is viewed as the central professional to bring the needed human/social services to children and families in an integrative manner. Professional educators are prepared to effectuate alliances between school and community settings to meet the comprehensive needs of children and their families.

Graduates are expected to emerge as empowered leaders who act with responsibility and accountability; this enhancement of their professional role should result in increased commitment and extraordinary practice.

Program Goals

The goals of the program are to:

Provide the opportunity to acquire the knowledge and skill necessary to address the diverse academic, cultural, social, technological, economic, and health needs of students in educational settings.

Provide the opportunity to acquire applied research skills, with an emphasis on technology.

Enable participants to become familiar with best practices in education as documented in the professional literature.

Prepare professional leaders who will serve in a variety of roles which bridge the school with community agencies, and to guide change in those settings.

Equip professional educators to utilize technology in educational settings.

Provide opportunities for teachers to advance in the profession to leadership roles in the schools.

Admission Requirements

Applicants must:

Be certified professional educators.

Have completed a baccalaureate degree with a 2.75 GPA on a 4.0 scale.

Complete a personal written statement.

Submit two letters of recommendation.

Submit official transcripts of all colleges attended.

Program Description

The M.A. in Education program is a sequenced program (minimum of 38 credits) that allows students to choose from two areas.

M.A. in Education with an Emphasis in Special Education

ED 665 Nature & Needs of Students with Educational Disabilities (3)

ED 671 Curriculum, Instruction, and special Materials for Students with Educational Disabilities (3)

This M.A. degree allows students who complete our initial Teacher Certification program (ACT 1) to matriculate into an M.A. program by selecting one of the other ACT choices. The options for this M.A. with Initial Certification are outlined below:

Option A (38 credits): Completion of ACT 1 (22 credits) along with Early Childhood Endorsement (10 credits) plus 6 credits in Ethical Issues and Action Research

Combined B.A. to M.A. in Education

The Combined Baccalaureate to Master's Degree Program enables highly motivated undergraduate students to complete a seamless transition from undergraduate to graduate work while becoming fully prepared for their role as educators. Those in the program will earn the Master's degree in less time than students who begin the graduate program after earning a Bachelor's degree. They will benefit from financial savings as graduate course credits taken before they earn a Bachelor's degree and counted toward the Master's degree are charged at the undergraduate tuition rate. Finally, it will allow our students to enter the workplace at a distinct advantage in preparation and advanced learning.

The Combined Degree program allows students who major in Teacher Education or who minor in Secondary Education to complete their Bachelor's degree (earned at the end of the 4th year) and their Master's degree in Education with Emphases in Teaching Students with Disabilities and Applied Behavior Analysis (ABA) in a total of 5 ½ years. In addition, students will meet the State requirements for several teacher certifications. At the time students who have majored in Teacher Education complete the Bachelor's degree, they will be eligible for two teacher certifications*. Students who minor in Secondary Education will be eligible for teacher certification for Secondary Education when they complete the Bachelor's degree. All Combined Degree students will be eligible for Teacher of Students with Disabilities Certification after the first semester of their fifth year. Graduate courses begin in the junior year and are double counted toward the Bachelor's and Master's degree requirements.

Students can apply to enter this program at two points. They can apply for provisional admission to the program when they apply to CSE as first year students. High school applicants must have maintained a 3.3 high school GPA, earned a minimum 1600 combined SAT score, and submit one letter of recommendation from a high school faculty member for provisional admission as first year students. Students may also apply at the end of their sophomore year. Sophomores who apply and students who were provisionally admitted as first year students must have a minimum 3.0 undergraduate GPA for admission. Students must have a cumulative GPA of 3.0 when they receive the Bachelor's degree in order to continue in graduate courses and complete the Master's degree.

* Students in the Combined Degree program can complete requirements for teacher certifications at the undergraduate level in Inclusive Elementary/Early Childhood, Elementary/Middle School Math or Science, or Secondary Education. They receive the applicable teaching certification upon receiving the Bachelor's degree.

M.A. in Educational Leadership

The M.A. in Educational Leadership program is a 39-credit, cohort-based program that is completed over two years. The program provides students with the knowledge, skills and experience necessary for successful employment in school leadership positions. Students completing the program will be prepared to provide leadership in the spirit of service to others, demonstrate ethical values, and offer dedicated service to all students and teachers in their care.

Upon successful completion of the program and a passing score on the SLLA Praxis, students will be eligible for a standard certificate as a supervisor and a certificate of eligibility as an assistant principal, director, and principal. Candidates for the principal's certification also must document at least three years of certificated teaching experience, as well as provide evidence that a fourth and fifth year will be completed during the course of studies.

Program Philosophy

The M.A. in Educational Leadership program offered by the College of Saint Elizabeth prepares education professionals to assume leadership roles in meeting the challenges in educational settings. The program is designed to prepare school leaders who have great vision, act in an ethical and moral manner, communicate effectively with all stakeholders in school settings and contribute effectively in promoting increased learning for all members of the educational community.

At its essence, this program will produce leaders who will offer dedicated service to all students, teachers and parents in their care. Graduates are expected to emerge as empowered leaders who act with responsibility and accountability; this enhancement of their professional role should result in increased commitment and extraordinary practice. Students must maintain a 3.25 GPA in order to continue in the program.

Program Goals

The goals of the M.A. in Educational Leadership degree are to:

Provide opportunities for candidates to acquire the knowledge, skills, and dispositions necessary for growth and development as school leaders based upon the NSPSSL/ISLLC standards.

Provide future school leaders with the opportunities to demonstrate an understanding of how to develop a vision of purpose, use information to frame a problem, and exercise leadership processes to achieve common goals.

Prepare candidates to function as ethically and socially responsible school leaders within a caring community of learning dedicated to teaching and learning excellence.

Prepare school leaders who are humane, confident, and professionally involved.

Admission Requirements

Applicants must:

Submit evidence indicating:

Possession of a standard teaching certificate

Evidence of three years of exemplary certified teaching experience

Writing sample

Two letters of recommendation from school(s) of employment

Evidence of academic accomplishment

Successfully complete a personal interview.

Program Description

The M.A. in Educational Leadership program consists of 39 credits of required coursework that is aligned to national standards for educational leaders (ISLLC). The work includes an administrative internship experience and an action research project. Courses are specifically sequenced to maximize effective learning. The program follows a cohort model where students stay together and complete the entire program in two years. This program is offered off-site in schools or in partner districts.

Course Sequence (39 credits)

YEAR ONE

Fall

EDAS 601 Leadership in Learning Communities (3)

EDAS 603 Curriculum Theory and Practice (3)

Spring

EDAS 681 Supervision of Instruction (3)

PSY 637 Group Dynamics and Interpersonal Relationships (3)

Summer 1

EDAS 685 Field Internship I Online Course (3) – 100 hours

MC 626 Ethical Issues Online Course (3)

Summer 3

EDAS 688 Leadership Development Institute (3)

YEAR TWO

Fall

EDAS 609 Managing the School Community I (3)

EDAS 612 Leadership for Curricular Change (3)

EDAS 687 Field Internship II Online Course (3) – 100 hours

Spring

EDAS 610 Managing the School Community II (3)

EDAS 611 Action Research: Final Project II (3)

EDAS 689 Field Internship III Online Course (3) – 100 hours

Ed.D. in Educational Leadership

The doctoral program in Educational Leadership at the College of Saint Elizabeth is designed to prepare globally conscious and morally purposeful servant leaders for district leadership roles in Pre-K to 12th grade settings. The Ed.D. in Educational Leadership combines theoretical knowledge and practical application in authentic school settings using the student's professional experience in school leadership. It is a sequenced, 52-credit program to be completed in three years.

Unique Elements of This Program

Students will complete all courses together as a cohort.

Students will function as members of teams and work collaboratively on the study, collection, and analysis of data and the development of research-based solutions to educational problems. Research teams will extend beyond the College to the larger community.

The program is aligned with the New Jersey Professional Standards for School Leaders (NJPSSL).

Students will receive personal attention and service from College offices and staff at times that are convenient for working adults.

Flexible hours for advisement, registration, and career counseling are available to fit in with students' busy schedules.

Program Outcomes

Upon completion of the doctoral program the students will be able to:

Commit to and act upon the principles of servant leadership.

Evaluate the role of servant leaders as stewards of both human and fiscal resources.

Demonstrate their role to prepare both themselves and the learning community to build a just society.

Identify, promote, and sustain high performance learning communities.

Analyze and articulate the individual and social purposes of education.

Apply research methodologies for systemic improvement of schools and other educational communities and institutions.

Program Requirements

3.25 GPA

Two research projects related to the development design of the action research dissertation

Action research dissertation study and oral dissertation defense

Admission Requirements

Students applying for admission must present documentation of:

An earned M.A. in Educational Leadership or related field.

Evidence of leadership experience including Certification as Principal and/or Supervisor.

Outstanding academic success in prior graduate work including an official transcript from all undergraduate and graduate colleges/universities attended. Courses taken at colleges in countries outside the United States must be evaluated by WES (World Education Services) for a course-by-course evaluation. For additional information on certified university record translations, students should contact WES at 800-937-3895 or by email at info@wes.org.

Evidence of scholarly work (Master's thesis, research, publication) and an on-site writing sample as required by faculty.

One letter of recommendation from a college/university professor attesting to candidate's ability to perform a high level of academic work in the program.

Two letters of recommendation attesting to professional competency (in addition to the one letter from college/university professor)

The final step in the admission process will be a successful interview with a faculty committee.

Course Sequence

Year One

Fall Semester

EDAS 701 Essential Competencies for Doctoral Studies (3)

EDAS 705 Servant Leadership (2)

EDAS 715 Emerging Perspectives on District Level Leadership (3)

Spring Semester

EDAS 718 Leadership/School Improvement (3)

EDAS 725 Education Policy, Development & Advocacy (3)

EDAS 722 Dissertation Research & Scholarly Writing (2)

Summer I (July)

EDAS 743 Comprehensive Assessment of Research (6)

Year Two

Fall Semester

EDAS 730 Educational Leadership in a Global Society (3)

EDAS 745 Education Finance and Strategic Thinking (3)

EDAS 750 Action Research Dissertation (2)

Spring Semester

EDAS 765 Governance and Community Relations (3)

EDAS 757 Ethical Leadership in School Law and Labor Relations (3)

EDAS 775 Dissertation Proposal Seminar (2)

Summer II (July)

EDAS 783 Data Analysis & Interpretation (6)

Year Three

Fall Semester

EDAS 785 Dissertation Advisement I (4)

Spring Semester

EDAS 790 Dissertation Advisement II (4)

Certificate in Assistive Technology

Students who are in the M.A. in Education program can also earn a Certificate in Assistive Technology.

Graduate Certification in Middle School Science

This standards-based program is designed to enhance elementary and middle school teachers' science content knowledge, improve the teaching of science at the elementary level, and provide a path to middle school science certification (NJ Middle School Endorsement in Science, Grades 5-8) for those candidates who complete the course requirements and pass the Middle School Science Praxis Exam (Praxis II Science Test #0439).

The unique program design offers a combination of inquiry-based lab work in state-of-the art biology and chemistry lab facilities on the College of Saint Elizabeth campus and field trips that make optimal use of the many local and regional natural resources. The program consists of one on-line introductory course in the life sciences, three intensive all-day, week-long summer courses in the integrated sciences, and a hybrid (on-line and on-campus) culminating science pedagogy course that includes in-person and cyber-mentoring to support the development of science curriculum. A course that includes adolescent development and behavior will be required for students who have not taken a course in or including adolescent psychology.

Students who complete this program will:

Increase their science content knowledge and their confidence in teaching science.

One letter of recommendation from a professional contact in a school or college/university.

Course Requirements:

IS 601 Life Sciences in the 21st Century (online) (3)

IS 602 Matter and Energy/Structures and Process. Lecture and lab (4)

IS 603 Motion, Forces and System Dynamics. Lecture and lab. (4)

IS 604 Integrated Science and Engineering. Lecture and lab. (4)

IS 605 Professional Practice in Science Teaching. In class and online. (1)

*Program Total: 16 credits

*Additional Course Requirements:Applicants applying for the Middle School Science Certification who have not taken a course that includes adolescent development and behavior will be required to take PSY 606 Early Childhood, Childhood, and Adolescent Development and Behavior.

Graduate Certificate in Holocaust/Genocide Education

This certificate program (pending notification of the New Jersey Presidents Council) is designed to enable practicing teachers and student teachers to meet the K-12 New Jersey mandate (and those in other states) for teaching about the Holocaust and genocide. This certificate will enable professionals employed in related private organizations to strengthen their knowledge and expertise in this topic. It provides opportunities for study of the Holocaust and genocide as well as to enable teachers to apply what is learned by preparing appropriate curriculum in the various subject areas (i.e. social studies, language arts, music, art, and science).

Course Sequence: 15 credits

ED 615 History of the Holocaust (3)

ED 635 Genocide and Human Rights in Modern History (3)

ED 645 Teaching the Holocaust and Genocide (3)

ED 650 Theology, Philosophy and Ethics of the Holocaust (3)

ED 660 The Holocaust and Genocide in Culture (3)

Graduate Certificate in Online Teaching in the 21st Century

This certificate (pending notification of the New Jersey Presidents Council) is a 12-credit hour graduate program. The courses consist of four newly designed courses taken in sequence for a seven-week semester.

The initial course is taught on campus. The other three courses are taught online in sequential order. During the last course of the program, students will have to complete a capstone experience. The course prerequisite for each sequential course will be a grade of B or higher. Upon successful completion of the program, students will be issued a certificate of completion from the College of Saint Elizabeth.

Course Listing

Course Level: 1

ED-101

Introduction to Education

Credit Hours: 2

This course is an introductory overview of the history and development of public education with a focus on contemporary issues in schooling. Discussed are the social-political structure of public education in the context of social justice; best practices in curriculum; significant thinkers in education philosophy and impact of diversity issues on educational settings. 15 hour introductory field observation and participation required.

ED-105

Nature & Needs of Exceptional Learners

Credit Hours: 3

This course will examine the learning, behavioral and personal/social characteristics of exceptional learners and resulting impacts on the teaching and learning process in a continuum of contemporary classroom and school settings. Instructional modes will include lecture, discussion, and student presentations. Pre-requisite: ED 101 for Majors only.

Course Level: 2

ED-200

CurrDevBehavMgmt in Inclusive & Spec Edu

Credit Hours: 4

This course is an application of principles of teaching and learning in curriculum and behavior management in inclusive preschool to secondary and post-secondary settings. 30 hour field observation and participation required in designated schools addressing a continuum of learner needs. Pre-requisite: ED 101and ED 105 for Majors only.

ED-202

Behavior Management

Credit Hours: 3

This seminar integrates the study of classroom behavior management and curriculum and instruction using classroom seminars, the evaluation of case studies, and observation in inclusive, general education, and special education early childhood, elementary, middle and high school settings. Appropriate strategies for developing an inclusive classroom climate to facilitate the behavioral, social, and academic development of children with and without disabilities will be explored. The seminar and field observation provide opportunities for coordinating educational theory and realistic educational practice. Special emphasis will be given to strategies and techniques for observing and recording behavior in each setting. Field experience is required. Transportation to the field setting is the responsibility of the student. Prerequisites: ED 101, ED 105, PSY 251 or special permission of the Education Chairperson.

ED-220

Curriculum Strategies in the Inclusive Classroom

Credit Hours: 3

This course will help students develop knowledge and skill in the selection and use of materials and teaching techniques appropriate for students with disabilities in early childhood, elementary, middle, and high school inclusive educational settings. Focusing on the academic, social, and adaptive domains class instruction is designed to provide the student with a repertoire of strategies and materials essential to effective collaborative instruction in inclusive settings and to facilitate a co-teaching philosophy for elementary and secondary educators who are responsible for educating diverse students in the general education classroom. Special attention is paid to the teaching areas covered by the NJ endorsement in teaching students with disabilities. Prerequisites: Ed 101, Ed 105, Psy 251 or special permission of the Education Chairperson.

ED-252

Early Childhood Education

Credit Hours: 3

This course will provide a comprehensive introduction to early childhood education. Students will trace the development of significant curricula surrounding early childhood and study current innovations, gaining insights into the effective teachings and learning practices in early childhood settings. Specific methods and behaviors for fostering developmentally appropriate curricula grounded in diversity and multiple learning styles will be addressed. Various approaches to performance-based assessment will be studied. A participatory field experience will provide students with opportunities to observe children as they play and learn in quality early childhood settings. Pre-requisite: Ed 101; sophomore status. Students are responsible for their own transportation to the field settings.

Course Level: 3

ED-300

Technology in Inclusive Special Edu

Credit Hours: 3

This course will explore the ways in which technology can facilitate the learning and development of students with learning differences. Students will be introduced to a wide range of technologies that can support reading, writing, math, and language development in the classroom. Computer applications, technological aids and devices, existing and emerging technologies in education and rehabilitation will be considered. Instructional modes will include lecture, discussion, on-line learning, and field based projects. Pre-requisites: ED101 and ED 105 for Majors only; ED 200 and Junior Education Status for Majors and Minors.

ED-305

Math&ScienceCurrElemEdu&MiddleSch

Credit Hours: 4

This course will introduce the new technologies and strategies for project-based investigations in math and science for elementary and middle school classrooms. Course outcomes and assessments are based on the NJ Core Curriculum Standards for math and science in elementary and middle school settings. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Pre-requisites: Successful completion of Ed. 101 and junior level status. Pre-requisites: ED101, ED 105, ED 200, and Junior Education Status.

ED-310

Emergent Literacy in Inclusive Elementary & Early Childhood Education

Credit Hours: 3

The design, implementation, and assessment of literacy curriculum in inclusive elementary and early childhood education school settings will be examined. Balanced literacy approaches derived from skill-based and constructivist curriculum practices are developed. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Prerequisites: ED 200, ED 220, or Teacher Education Chairperson approval.

ED-315

Credit Hours: 3

The design, implementation, and assessment of literacy curriculum in inclusive elementary and early childhood education school settings will be examined. Balanced literacy approaches derived from skill-based and constructivist curriculum practices are developed. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting. Prerequisites: ED 310 or Teacher Education Chairperson approval.

ED-320

Writing Across MiddleSch Math&Sci Curric

Credit Hours: 3

This course introduces students to the use of integrated language and critical thinking skills in curriculum development and application in instructional units. Students will be able to facilitate learning in middle school math or science settings. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting (supervised Microteaching in Math or Science Content Area Setting.) Prerequisites: ED 310

ED-330

Literacy Secondary Edu Curriculum K-12

Credit Hours: 4

This course enables pre-service teachers to integrate theoretical and practical approaches for teaching all learners. It enables pre-service teachers to use integrated language skills to improve learning in the content areas. Students review current topics in literacy, teaching and planning strategies, and the use of technology which will enable them to work with learners to improve literacy skills. 10 hours of supervised Microteaching experiences required. Students need to provide their own transportation for Microteaching field setting . Prerequisites: Ed 200

ED-341

Science in Early/Elementary & Special Ed

Credit Hours: 3

ED341 - Science in Early Childhood, Elementary & Special Education Credits 3.00
A study of content background in science education for early childhood, elementary, and special education teachers. Students gain knowledge in the development of science lesson design, within a larger unit of study. Students use effective teaching methods based on hands on/minds on instruction through demonstration, laboratory experiences, long and short- term data collection in an inquiry based setting. Students design appropriate and various forms of authentic assessment practices. Prerequisites: ED 145, ED 253, PSY 241 and PSY 251; acceptance into education major.

ED-357

Reading & Express Lang Arts Early/El/Spe

Credit Hours: 3

The course will provide essential knowledge in the design, implementation and assessment of integrated reading and language arts curricula (IRLA) for early childhood, elementary and special education school settings. A central focus will be the integration of written expression across core curriculum content areas using process writing approaches. Microteaching experiences in culturally diverse school settings accompany class lectures with on-site supervision by the instructor. Students need to provide their own transportation for field settings. Prerequisites: ED145, ED252, ED253, ED355, PSY241 and PSY251. Students need to provide their own transportation for field settings.

Course Level: 4

ED-451

Resources & Services for Indiv w/ Disabi

Credit Hours: 3

An orientation to the essential resources and services available for persons with disabilities and their families in order to meet their personal, vocational, developmental, and health needs in schools, clinics, hospitals, rehabilitation and employment settings, and other public and private agencies. Instructional models will include discussion, research and field-based projects. The integration of persons with disabilities across the lifespan into mainstreamed settings from the perspective of Disability Studies and the Disability Rights Movement is a particular focus. Field work is required as an integral part of the course. Open to seniors in the TSWD Certification program and others with permission of the program chairperson. Prerequisite: ED 105, ED 200, ED 300, PSY 251, and PSY 315. Students need to provide their own transportation for field settings.

ED-464

Senior Practicum K-12

Credit Hours: 2

An opportunity to observe and participate in the teaching-learning process in specific subject-matter area classes under the guidance of a cooperating teacher. Seminars are held to coordinate and evaluate the practicum experiences. College supervisors will visit for initial observations. Prerequisite: student's approval for student teaching. Taken concurrently with
ED 505. Must have passed PRAXIS exam(s). Students need to provide their own transportation for field settings.

ED-465

SenPract Early/Elem/MS/Secondary/SpecEdu

Credit Hours: 2

In senior practicum, students develop the understandings, skills, and dispositions essential for quality teaching. Students must demonstrate mastery of subject area content, lesson planning and multiple instructional strategies. Students will have the opportunity to participate in the teaching-learning process of Early Childhood, Elementary, Middle School, Secondary and Special Education depending on certifications. Students will practice teach in school settings are under the guidance of cooperating teachers. Seminars are held to coordinate and evaluate the Senior Practicum experience. College supervisors will visit for initial observations. Prerequisite: Student?s approval for student teaching. Students must have passed PRAXIS exams related to their certification programs to be enrolled in ED101. Students need to provide their own transportation for field settings. Pre-requisites: ED 315, ED320, or ED330.

ED-466ART

Special Content:Art

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history.
Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-466ENG

Special Content:English

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history.
Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-466HIS

Special Content: History

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history.
Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-466MATH

Special Content:Math

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history.
Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-466SCI

Special Content:Science

Credit Hours: 1

This course will provide an overview of current teaching methods and issues relevant to the various secondary school subjects, including art, English, mathematics, the sciences and social studies/history.
Students prepare units and lessons that focus on the NJ Core Content Standards for K-12. Ed 466 is taken concurrently with ED 465.

ED-467

Student Teaching

Credit Hours: 8

Student Teaching is an opportunity for qualified students to devote full time to a fulltime student teaching experience in approved schools. Students seeking an endorsement in teaching students with disabilities will spend time in Early Childhood, Elementary, Middle School Math or Science, Secondary, and/or Special Education settings. Those students not seeking an endorsement in Special Education will be placed in Early Childhood and Elementary, or Elementary/Middle School Math or Science, or Secondary High School settings. Students spend time observing, participating, and teaching under the direction of cooperating teachers and supervisors from CSE. CSE supervisors will visit student teachers on a regular basis in both settings in compliance with the NJDOE requirements. Conferences, both group and individual, are held on campus or in school settings during the student teaching period. All candidates for student teaching must obtain written clearance from their Education Program advisors and their liberal arts major advisors before being permitted to student teach. Advisors? approval indicates that students have completed all courses and incomplete grades by the end of the semester directly preceding student teaching. Prerequisite: Passing score on identified PRAXIS exam(s). Completion of all course requirements in all education programs, liberal arts majors and general education liberal arts core occur before the full-time student teaching semester. Student Teachers need to provide their own transportation to field settings.

ED-468

Content Methods:MS Math or Science

Credit Hours: 2

This course will provide an overview of current teaching methods and issues relevant to planning, implementing, and evaluating instruction in mathematics or science. Students will development an eclectic approach to teach mathematics or science to middle school students by acquiring strategies that meet the needs of diverse learners. Students prepare units and lessons that focus on the NJ Core Content Standards for mathematics or science. Ed 468 is taken concurrently with ED 465.

ED-471

Student Teaching Seminar

Credit Hours: 3

The identification of issues related to previous student teaching experiences, and the analysis and evaluation of procedures for addressing these issues. Conferences are scheduled during the student teaching period on campus and on-site at local public schools. Taken concurrently with ED 467 and Ed473.

ED-473

Senior Portfolio

Credit Hours: 1

Open only to students during the student teaching semester. Students will work with a faculty mentor to develop a portfolio of materials that demonstrates their understanding of current cross-cutting themes in education, as well as "best practices." The portfolio will be presented in both oral and written form to the program faculty at the end of the semester. Taken concurrently with ED 467 and ED 471.

ED-475

Senior Student Teaching & Portfolio

Credit Hours: 4

This weekly seminar brings student teachers together as a cohort, providing continuing support for successful completion of the student teaching experience. Learning activities feature self-reflection, peer interactions, and responses to presentations by faculty and guest speakers. Topics for discussion include: strategies for working with parents, families, colleagues and administrators; school law; professional responsibility with regard to child abuse, substance abuse prevention, bullying, intimidation, and harassment; resume writing; and senior portfolio preparation. A senior portfolio based on coursework and field experience artifacts will be presented in both oral and written form to the Teacher Education Faculty during the student teaching semester. Ed 475 is taken concurrently with Ed 467.

ED-480

Senior Education Research Seminar

Credit Hours: 2

In this seminar, students complete a qualitative research project investigating the selection, organization, and implementation of curriculum in a school setting. Students are required to include a review of the professional literature, a reflection on the role of the teacher in curriculum decisions, and how professional and societal influences impact school organization and curriculum design.
Pre-requisite: Taken concurrently with ED465.

ED-491

Independent Study

Credit Hours: 3

Open to students at the discretion of the program members. This course permits the student to pursue an area of interest under the direction of a faculty member or members. This work may be undertaken in conjunction with other programs if it is mutually agreeable. Ordinarily the independent study program cannot be substituted for a course in the program without prior approval of the program chairperson. Variable Credit, students can register for 1-4 credits.

ED-495

Education Internship

Credit Hours: 8

This internship is a real-world experience designed to meet the goals of the Undergraduate Education Studies-Non Certification Major. Supervised interns require a placement in which a student works with a supervisor and a cooperating teacher or a director in a business setting. Student interns concurrently will participate in seminar as part of the internship. Students must apply six months prior to the start of the internship (February 1 for fall placements and May 1 for spring placements). This course is limited to seniors in the Undergraduate Education Studies-Non Certification Program. Completion of all course requirements in all education programs, liberal arts majors and general education liberal arts core occur before the full-time internship semester. Interns need to provide their own transportation to field settings.

Course Level: 5

ED-500

Resources & Services for Indiv w/ Disabi

Credit Hours: 3

An orientation to the essential resources and services available for persons with disabilities and their families in order to meet their personal, vocational, developmental, and health needs. The integration of persons with disabilities across the lifespan into mainstreamed settings is a particular focus. Field work is required as an integral part of the course. Open to seniors in Special Education only; others with permission of the program chairperson. Prerequisite: senior status. Students need to provide their own transportation for field settings.

ED-505

School Organization & Curriculum Design

Credit Hours: 3

The selection, organization, and implementation of curriculum in a school setting is investigated by students in their practicum setting. The investigation is related to major pedagogical concepts from the professional literature, the role of the teacher in the decision- making process, and societal influences. Prerequisite: student's approval for student teaching. Taken concurrently with ED 464 or ED 465.

ED-510

Linguistics & Second Language Acquisit

Credit Hours: 3

The purpose of this course is to introduce students to the applications of general linguistic theory to the specific field of language acquisition. The course analyzes second language acquisition (SLA) theory as well as the history of SLA. It examines integrationist and cognitive approaches to SLA and explores the role of learner characteristics in SLA. Methods for teaching and learning second languages will be considered. This course is required for Certification in World Languages. This course is taken concurrently with Ed 465. (This course replaces Ed 466A.)

Course Level: 6

EDAS-601

Leadership & Learning Communities

Credit Hours: 3

This course is designed to provide students with the theoretical
foundation in the field of school leadership. It requires all students
to analyze their own belief system, strengths and needs in order to
construct a personal Statement of Purpose that will guide them
throughout the program. Emphasis will be on individual and small
group dialogue where theoretical knowledge is constantly applied
in real school settings.

ED-601

Education & Human Services Settings

Credit Hours: 3

This course will examine the historical, philosophical, and
cultural roots of education and human services settings, and
their bureaucratic/social structures. In addition, an introduction
to education as a profession will be included. Instructional
modes will include lecture, discussion, and case study-based
projects.

ED-603

Curriculum Theory & Practice

Credit Hours: 3

This course will examine the nature and development of curriculum, assessment procedures, strategies, and materials, and classroom management techniques.Models for curriculum
development will include critical thinking, cooperative learning, and bias-free concepts. Performance-based assessment will be an additional focus. Instructional modes will include lecture, discussion, technology, media, research, and field-based projects.Co-requiste: ED 601.

EDAS-603

Curriculum Theory & Practice

Credit Hours: 3

This course is designed to provide an overview of the foundations,
principles, and issues of curriculumdevelopment and evaluation
of instruction.The course content will focus on both aspects of
curriculum: theory and practice.Course includes a study of the
concepts of philosophy,history, and sociology with emerging
futuristic perspectives of school reform.

ED-605

Reading & Language Arts:Theory & Practic

Credit Hours: 3

This course offers approaches to literacy education for early childhood, elementary, and secondary education. It presents insights into literacy acquisition and enhancement as well as strategies for empowering students as language learners across the curriculum. Topics include research in literacy education theories of learning in the language arts, whole language, children?s and young adult literature, and ongoing professional growth. Prerequisites: ED 601,ED 603.
Co-requistes: PSY 606,ED 607.

ED-607

Practicum

Credit Hours: 1

During this course, students will observe a classroom within their area of certification for a minimum of 15 hours. It is recommended that these observations are completed by 3 hours per day over a one week period. The purpose of this course is to assist students in preparing for their formal practice teaching experience. Prerequisites: ED 601,ED 603. Co-requistes: ED 605, PSY 606.

ED-608

Practice Teach Sem

Credit Hours: 1

EDAS-609

Managing the School Community I

Credit Hours: 3

This is the first of a two-course sequence that prepares future school leaders for themanagement functions required for effective school leadership. Managing school policy, school law, finance, and facilities will be studied in a problembased approach. Study of legal and ethical issues, court decisions and constitutional provisions will be examined as they impact and affect educational
policy and practice relating to school administration.

ED-609

Practice Teaching

Credit Hours: 5

ED-609AC

Practice Teaching for ACT 1

Credit Hours: 5

Supervised field practice teaching in a Primary or Secondary
educational setting is required. Seminar will integrate pedagogical
theory with classroom experiences. Instructional modes
will include supervisory consultation, discussion, and field-based
projects. For A.C.T. I students. Prerequisite: ED 607.

ED-610

Change Through Action Research

Credit Hours: 3

This courses focuses on classroom and school-based opportunities for teachers and school leaders to conduct research for the sole purpose of improving one?s own practice. Through the use of case study, group descriptive and quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own settings and needs. The use and limits of both qualitative and quantitative research in educational settings will be carefully analyzed. Students must have regular access to a classroom.

EDAS-610

Managing the School Community II

Credit Hours: 3

The second course of theManagement sequence will focus on the
impact of earlier studies in the areas of school law and policy,
finance, and facilities. The relationships of political, social, and
ethical issues and how they impact on leadership and
management principles will be themajor emphasis of the course.

EDAS-611

Action Research:Final Project

Credit Hours: 3

This?Capstone Experience?requires students to produce an Action
Research project based upon the Internship experience. Students
work in small groups to develop and present ameaningful project.
An oral presentation as well as a written documentmust be
successfully presented.

EDAS-612

Leadership for Curricular Change

Credit Hours: 3

This course focuses on classroomand school based opportunities for teachers and school leaders to conduct research for the sole purpose of improving one?s own practice. Through the use of case
study,group descriptive and quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own settings and needs. The use and
limits of both qualitative and quantitative research in educational settings will be carefully analyzed.

ED-612

Seminar & Field Exp in Early Child Set I

Credit Hours: 2

In a seminar and related 15 hours of observation and participation in an early childhood setting, the development of pre-academic skills in the context of childhood play will be explored. Creation of a portfolio of pre-academic play learning activities will occur as a foundation of early childhood curricula. Prerequisites: ED 653,PSY 606.

ED-613

Seminar & Fld Exp in Early Child Set II

Credit Hours: 2

In a seminar and related 15 hours of observation and participation in an early childhood setting, the development of academic and affective skills will be explored. Creation of a portfolio of academic and affective learning activities will occur as a foundation of early childhood curricula. Prerequisites: ED 653, ED 654, PSY 606.

ED-620

Intro to Assistive Technology

Credit Hours: 3

An overview of hardware and software for students with learning, cognitive, sensory, and physical disabilities. This course focuses on accessing and adapting computers.Technology integration
and methods for collaborating with related services professionals are explored.

ED-623

Assistive Technology Reading & Writing

Credit Hours: 3

Explores how hardware and software can enable students with reading and writing disabilities to achieve educational goals.Techniques for using computers in the learning process are examined, with hands-on experience in an Adaptive Technology Lab. Prerequisite: ED 620.

ED-625

Assistive Tech for Indiv w/ Multi Disab

Credit Hours: 3

Software options to address the learning needs of students with a variety of disabilities and curriculum levels will be examined, explored, and evaluated in this hands-on class. Students will
learn to customize software for individual students. Prerequisite: ED 620.

ED-627

Assistive Technology Assessment

Credit Hours: 3

Students will learn a variety of ways and strategies to do assistive technology assessments with students with disabilities. Students will look at best practices with regard to assistive technology
assessments.This is a case study approach to choosing the most appropriate technology options for students of all ages with a variety of disabilities. Integrating the technology into the classroom setting will be emphasized. Prerequisites: ED 623, ED 625.

ED-629

Clinical Pract in Assistive Technology

Credit Hours: 3

Supervised practice in assistive technology assessment and training for students with disabilities. Prerequisite: ED 627.

ED-630

Leadership Training Issues in Educ Tech

Credit Hours: 3

This course examines the underlying principles of leadership and training as they pertain to technology coordination. The role of the educational technology coordinator in staff development and training, state and local technology planning, computer center management, and grant pro-curement will be studied. Systems models will be developed that can address these program goals.

ED-633

Family & Comm Resources in Early Child

Credit Hours: 3

This course will focus on children from birth to eight years of age. It will explore a developmentally appropriate sequence of theory and applications about the interplay between family and community and the lives of children as well as implications for schooling at the preschool, kindergarten and primary levels. Cognitive development as it relates to appropriate socialization in the family and community units will be considered. Pedagogical theory, including the elements of the N.J. Early Childhood Education Program Expectations will permeate the course.

ED-640

Technology in the Curriculum

Credit Hours: 3

This course examines, through software use and recent research, the impact of learning technologies on current curricular theory and the present and future capabilities of technology as a tool in restructuring of curriculum goals. Students will complete a project that includes the applications of technology in diverse educational settings, as well as the interaction of technology, curricular goals, student assessment, and learning environment.

ED-651

Math & Science:Curriculum & Instruction

Credit Hours: 3

This course will examine the nature and development of mathematics and science curricula, strategies,materials, and computer applications.A particular focus will be on practical applications in educational environments. Instructional modes will include lecture, discussion, research and laboratory-based projects.

ED-653

Emergent Literacy in Early Childhood Set

Credit Hours: 3

Theory and practice of literacy instruction in P-3 early childhood settings will be examined. Applications of literacy issues will occur in the assessment, planning and development of
curriculum in reading integrated with the language arts for emerging readers and writers. Integration of community resources, including the family, in the development of emergent literacy will be organization models for typically-developing and at-risk students in regular education inclusive settings as well as self-contained special education classrooms.

ED-654

Innovative School Meth & Prog Design

Credit Hours: 4

(Applied field project and placement in early childhood setting required for P-3 candidates.) This course will examine the issue of school reform and innovative programming and methodology. A major purpose of the course is to familiarize students with current educational practice from a research as well as a practical viewpoint, and to help students develop the skills to make rational, knowledge-based decisions for educational and early childhood settings. The issue will be examined from a broader perspective, looking at federal law and educational policy, social climate, level of development influences, and individual difference within the preschool and classroom settings. How these elements influence methodology and program design will be examined. A 15 hour field project will be required. Both a journal and classroom presentation will be required. Prerequisites: ED 653, PSY 606.

ED-659

Behav Mgt of Students w/ Sev Specl Needs

Credit Hours: 3

Course will focus on principles of behaviormodification and its application to the population of individuals with severe special needs. Students will be exposed to the theoretical constructs
underlying classical and operant conditioning,management programs for increasing,decreasing, andmaintaining the frequency of behaviors, schedules of reinforcement, and other related topics within the total context of curriculumdevelopment. Prerequisites: ED 665,ED 671.

ED-665

Nature & Needs of Students w/ Educ Disa

Credit Hours: 3

This course will examine the learning, behavioral and personal social characteristics of educationally disabled students and their impact on the teaching/learning process in the classroom. Instructional modes will include lecture, discussion, and research.

ED-671

Curriculum,Instruction & Special Materia

Credit Hours: 3

This course will provide opportunities in the selection of teaching techniques andmaterials for the design and implementation of curricula for students with educational disabilities.This course will
also examine formal and informal instruments and procedures used in the assessment and evaluation of persons with educational disabilities. Instructional modes will include lecture,
discussion, and field-based projects.

ED-675

Community Agencies

Credit Hours: 3

This course will provide an orientation to resources and services available in schools, rehabilitation and employment settings,and other public and private agencies serving disabled individuals and
their families. Instructionalmodes will include discussion, research, and field-based projects.

ED-677

Action Research in Special Education

Credit Hours: 3

This course focuses on classroom and school-based opportunities for teachers to conduct research for the sole purpose of improving one?s own practice in working with special needs children. Through the use of case study, group descriptive or quasi-experimental design, students construct, implement and assess the results of a specific research project built around their own setting and needs. The use and limits of both qualitative and quantitative research within a special education setting will be carefully analyzed. Research must be focused on children with learning disabilities. Students must have regular access to this population.

EDAS-681

Supervision of Instruction

Credit Hours: 3

This course will provide opportunities for the educator to become
familiar with the following supervisory behaviors in order to
improve instruction: approaches utilized in successful supervisory
practice, the human elements in supervision and change and the
supervisor.Students will demonstrate and apply knowledge other
than research thatmay impact upon supervisory behavior.
Utilizing knowledge gained fromprofessional literature and fieldbased
research, students will identify ways in which knowledge of
supervisory behavior can be applied to improve and evaluate
instruction.

ED-681

Field Experience in Educational Technol

Credit Hours: 3

This course will provide both class and field experiences on types of technologies being used in education.This course examines instructional technology that is used for research, curriculum
planning and implementation of instruction and also the impact of technology on instructional design.Students will be responsible for developing technology - integrated lessons in their content
areas. Evaluationmodels will also be examined.

ED-682

Internet in Education

Credit Hours: 3

This course examines the educational and research applications of the Internet. This course also examines telecommunications issues. Students will learn to create their own homepage for the Web. Attention will also be given to the use of networked CD-ROM databases as research tools.

ED-683

Special Topics

Credit Hours: 3

An in-depth exploration of a specific topic that is of current
interest to graduate students inmanagement.Approval of the
ProgramDirector is required to register.

EDAS-685

Field Internship I

Credit Hours: 3

The first of a three-semester experience requires students to serve in leadership internship within their own school environment. Participants will perform and implement learned skills and strategies in each of the NJPSSL standards as well as ?shadowing?an effective leader in various administrative functions.

ED-685

Independent Study

Credit Hours: 0

Independent project in an area of individual special interest. The
student and faculty advisor develop appropriate goals for the
project which is then presented in a formal proposal. This course
may require the preparation of a final paper and presentation.
Prerequisite: Permission of the Director.

EDAS-687

Field Internship II

Credit Hours: 3

This course is a continuation of EDAS 685.

EDAS-688

Leadership Development Institute

Credit Hours: 3

This intensive week-long experience provides opportunities to examine, explain, analyze and utilize data to inform and guide decision making and reform efforts in a school. The Leadership Institute will be focused on understanding data as a means of improving instruction programming decisions based on the first year course work. This course is designed to provide an understanding of accountability systems, basic data analyses procedures, in order to guide decision making in the area of instructional improvement. It is centered on interpreting data as a means of improving instruction programming decisions centered on curriculum and program evaluation.

EDAS-689

Field Internship III

Credit Hours: 3

This course is a continuation of EDAS 687.

EDAS-695

Professional Portfolio

Credit Hours: 0

This product will reflect the essence of student learning throughout the entire M.A. in Educational Leadership program.

ED-695

Professional Portfolio

Credit Hours: 0

ED-697

Culminating Requirem

Credit Hours: 0

ED-699

Thesis

Credit Hours: 3

Course Level: 7

EDAS-701

Essential Competencies for Doct Studies

Credit Hours: 3

This course provides students with the necessary knowledge
and skills for successful completion of the Ed.D. Program. These
include Institutional Review Board certification, proficiency in
academic research, technological expertise, and scholarly
writing.

EDAS-705

Servant Leadership Institute

Credit Hours: 3

This intensive experience provides students with an opportunity
for personal and professional renewal. The experience is
designed to assist students reflect upon and clarify their moral
purpose in their role as educational leaders and understand its
importance to their continuous success in the profession.

EDAS-710

Data-Informed Decision Making

Credit Hours: 4

This course provides an in-depth review of scientific inquiry,
research planning, and techniques of data-collection,
observation and analysis as necessary and appropriate for the
successful planning, assessment, and decision-making for district
level and school-based educational leaders.

EDAS-711

Data-Informed Decision Making I

Credit Hours: 1

This course provides a review of scientific inquiry and research
as necessary and appropriate for the successful planning,
assessment, and decision-making for district level and schoolbased
educational leaders.

EDAS-712

Data-Informed Decision Making II

Credit Hours: 1

This course provides a review of techniques of data-collection
as necessary and appropriate for the successful planning,
assessment, and decision-making for district level and schoolbased
educational leaders.

EDAS-713

Data-Informed Decision Making III

Credit Hours: 1

This course provides a review of techniques of observation
and analysis as necessary and appropriate for the successful
planning, assessment, and decision-making for district level and
school-based educational leaders.

EDAS-715

Emerging Perspective District Level Lead

Credit Hours: 3

This course explores the evolution of both the American system of schooling from the early 20th century to the present. Emphasis is placed on the changing social, economic, and political forces that have shaped, and continue to shape, the administration of the public schools. The challenges facing the contemporary school superintendents as they provide leadership for their learning communities is extensively studied through research, readings, discussions, and case studies.

EDAS-716

Sustaining High Performance Learn Comm

Credit Hours: 3

This course continues the exploration of leadership at the
district level and its relationship to the development and
support of the overall district learning community, as well
as the learning communities that comprise the school system.
Emphasis will be placed on the development of morally
purposeful high performing learning communities, committed
to social justice, and the importance leadership for learning and
continuous growth.

EDAS-720

Internship, Seminar, & Clinical Proj I

Credit Hours: 3

Students are required to complete an internship experience on the district-level with a mentor superintendent and complete a clinical project to be approved by both their advisor and mentor.
Students meet in small groups during the semester to report on their clinical project?s progress and results, and to debrief their district level internship experience.

EDAS-725

Education Public Policy Devel & Advocacy

Credit Hours: 3

The development of educational policy requires a reflective and
thoughtful leader to serve the school district?s vision and the
common good.This course explores policy development
through the lens of school and non-school settings, as well as the
role of state and federal government and schooling in a multicultural
environment.

EDAS-730

School District Leadership in a Glob Soc

Credit Hours: 3

This course examines leadership practices in American and international
educational settings. This cross-cultural experience
focuses on research and theories of leadership and their application
in a multitude of educational settings around the world. It
provides the doctoral students with the opportunity to compare
and contrast educational philosophies and methodologies of
other nations with our American educational system, and serve
to expand the students? global perspective.

EDAS-735

Internship,Seminar, & Clinic Practice II

Credit Hours: 3

Students are required to complete a second internship experience
on the district-level with a mentor superintendent and
complete a second clinical project to be approved by both their
advisor and mentor. Students meet in small groups during the
semester to report on their clinical project?s progress and results,
and to debrief their district level internship experience.

EDAS-741

Colloquium in Educational Leadership I

Credit Hours: 6

Doctoral faculty will plan a summer experience with input from the doctoral students. The experience may include discussions of their first year clinical projects, progress reports on their dissertation research. The plan will also include presentations and workshops conducted by national and/or international experts in the field of PK-12 educational leadership. (6 credits).

EDAS-745

Educational Finance & Strategic Thinking

Credit Hours: 3

This course provides students with state and federal directives on school finance, economic principles, and national income measures related to public education including local, state
and federal methods of financing public education. The budgeting process is presented as directly related to mission and values-based strategic planning and the achievement of educational goals.

GST-750

Continuous Enrollment

Credit Hours: 1

Enables students who have registered for all credits but have not
completed all coursework requirements to maintain continuous
enrollment in their programs of study.

EDAS-750

Action Research Dissertation

Credit Hours: 3

Through extensive readings, research, study, and writing this course provides an opportunity for students to begin the preparation for designing their action research dissertations. Emphasis is placed on peer review and critique as students consider topic areas and methodology and share it with their advisors and other members of their cohort.

EDAS-755

School Law & Ethics

Credit Hours: 3

This course provides an overview of the legal and ethical dimensions
of professional practice in contemporary American public
education. Students examine the ethical dimensions of school
law, by researching authentic case studies in order to ensure a
reality based experience.This problem-based approach gives the
students the opportunity to analyze various situations using the
ethic of justice, the ethic of care, and the ethic of the profession.

EDAS-760

Internship,Seminar,& Clinic Practice III

Credit Hours: 3

Students are required to complete a third internship experience
on the district-level with a mentor superintendent and complete
a third clinical project to be approved by both their advisor and
mentor. Students meet in small groups during the semester to
report on their clinical project?s progress and results, and to
debrief their district level internship experience.

EDAS-765

Governance and Community Relations

Credit Hours: 3

This course provides students with knowledge of formal and informal decision-making structures in local communities and how they affect educational issues. The many sources of community influences are examined and analyzed, particularly the role of the local board. Effective and ineffective methods by which school administrators garner support from various sectors
of the community are analyzed.

EDAS-775

Dissertation Proposal Seminar

Credit Hours: 3

This seminar provides students the opportunity to finalize the
development of their action research dissertation proposals.
Working closely with their dissertation advisors students develop
and submit dissertation proposals for final review and approval.
Once the dissertation proposal is approved by the advisor the
student is then scheduled for the proposal defense.

EDAS-780

Collective Bargaining & Labor Relations

Credit Hours: 3

Students develop the necessary knowledge, skills, and strategies
designed to facilitate positive and effective collective bargaining
and labor relations processes with various organizations and
associations. Emphasis is placed on strategies designed to foster
win-win solutions to the collective bargaining process.

EDAS-781

Colloquium in Eductional Leadership II

Credit Hours: 6

Doctoral faculty will plan a summer experience with input from the doctoral students. The experience may include discussions of their second year clinical projects, progress reports on their dissertation research. The plan will also include presentations and workshops conducted by national and/or international experts in the field of PK-12 educational leadership.

Who We Are

Founded in 1899 by the Sisters of Charity of Saint Elizabeth, the College of Saint Elizabeth has a strong tradition of concern for the poor, for developing leadership in a spirit of service and social responsibility, and a commitment to the promotion of women as full partners in society.